Professional Nursing Practice Concepts and Perspectives 7th Edition Blais Test Bank

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©2016 by Pearson Education, Inc. Blais/Hayes, Test Item File for Professional Nursing Practice:
Concepts and Perspectives, 7th Edition
Blais/Hayes, Test Item File for Professional Nursing Practice: Concepts and
Perspectives, 7e
Chapter 8: The Nurse as Learner and Teacher
Question 1
The nurse is teaching a client to self-inject insulin. Whenever the client completes a step
of the process correctly, the nurse smiles and says, “Good, good, you are learning this
well.” Whose learning theory is this nurse using?
1. Gagne
2. Piaget
3. Skinner
4. Lewin
Correct Answer: 3
Rationale: This nurse is using operant conditioning, a theory developed by Skinner. In
this approach, the nurse reinforces desired responses by giving positive feedback.
Gagne’s theory explains information processing. Piaget’s theory discusses the phases of
cognitive development. Lewin’s theory is focused on change.
Cognitive Level: Analyzing
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1. Integrate understanding of multiple dimensions of patient
centered care: Information, communication, and education.
AACN Essential Competencies: IX.7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Relationship Centered Care; Practice; Learn cooperatively,
facilitate the learning of others.
Nursing/Integrated Concepts: Implementation; Teaching/Learning
Learning Outcome: 1. Discuss selected learning theories as they apply to nurse and
client learning.
Page Number: p. 143
Question 2
Which theorist’s work is considered foundational to many of today’s cognitive theories?
1. Lewin
2. Bandura
3. Skinner
4. Rogers
Correct Answer: 1
Rationale: Lewin’s field theory involves theories of motivation and perception, which
were considered precursors of the more recent cognitive theories. The other options are
either theorists who are not cognitive theorists or theorists that used Lewin’s work as a
foundation.
Cognitive Level: Understanding
Client Need Sub:

Nursing/Integrated Concepts: Assessment; Teaching/Learning
client learning.
Page Number: p. 145
Question 3
The nurse educator believes the best method for teaching professionalism is for faculty to
conduct themselves in a professional manner. Which learning theory supports this belief?
1. Skinner’s operant conditioning theory
2. Bandura’s social-learning theory
3. Lewin’s field theory
4. Piaget’s phases of cognitive development
Correct Answer: 2
Rationale: Bandura’s research focuses on imitation, the process by which individuals
copy or imitate what they have observed; and modeling, the process by which a person
learns by observing the behavior of others. Skinner’s theory is based upon reinforcement.
Lewin’s theory is based on change. Piaget’s theory describes the development of
cognition.
Client Need Sub:
client learning.
Page Number: p. 144
Question 4
Which theorist developed a learning theory based on humanism?
1. Rogers
2. Piaget
3. Skinner
4. Bandura
Correct Answer: 1

Rationale: Humanistic learning theory focuses on both cognitive and affective areas of
the learner. Prominent members of this school of thought include Abraham Maslow and
Carl Rogers. Piaget is a cognitive theorist. Skinner is a behavioral theorist. Bandura is a
social learning theorist.
Client Need Sub:
client learning.
Page Number: p. 145
Question 5
While progressing through nursing school, the student develops a system to categorize
information as it is presented. Which theorist developed a learning theory that supports
this categorization of information as essential?
1. Skinner
2. Bandura
3. Rogers
4. Bruner
Correct Answer: 4
Rationale: According to Jerome Bruner, perception, conceptualizing, learning, and
decision making all depend on categorizing information. The other theorists do not
include categorization as essential to their theories.
Cognitive Level: Applying
Client Need Sub:
client learning.
Page Number: p. 146

Question 6
Which behaviors are including in Bloom’s cognitive domain of learning? (Select all that
apply.)
1. Comprehending information
2. Analyzing information
3. Evaluating information
4. Applying information
5. Acquiring information
Correct Answer: 1, 2, 3, 4
Rationale: Bloom’s cognitive domain includes remembering, comprehending, applying,
analyzing, evaluating, and creating information. Acquiring information is not a category
described by Bloom in the cognitive domain.
Cognitive Level: Remembering
Client Need Sub:
Learning Outcome: 3. Describe the three domains of learning and how they differ.
Page Number: p. 146
Question 7
A client received an injury that resulted in amputation of the right leg. The client has
been unwilling to participate in physical therapy activities. Today the client says, “Well, I
can’t change this, so I might as well learn to live with it and do these exercises.” What
categorization of affective domain does this statement reflect?
1. Responding
2. Valuing
3. Organizing
4. Receiving
Correct Answer: 3
Rationale: This statement reflects the client’s beginning acceptance of the changes
brought about by the amputation. Bloom categorizes this acceptance as organizing.
Responding is when the client participates by listening and responding and asking
questions. The client’s refusal to participate in care is categorized as valuing. Receiving
is willingness to attend to a particular stimulus such as teaching.
Client Need Sub:

Nursing/Integrated Concepts: Evaluation; Teaching/Learning
Page Number: p. 147
Question 8
The nursing student has watched a demonstration of insertion of an indwelling urinary
catheter. The student is now attempting the skill on a laboratory mannequin. What
category of Bloom’s psychomotor domain does this attempt reflect?
1. Imitation
2. Manipulation
3. Precision
4. Articulation
Correct Answer: 1
Rationale: Bloom describes performing a skill following a demonstration as imitation.
Manipulation is when movements become coordinated. Precision is when the skill is
performed following a logical sequence. Articulation is when the action is coordinated
with few errors in a responsible time. The fifth category of the psychomotor domain is
naturalization when competence in skill performance is automatic.
Client Need Sub:
Page Number: p .147
Question 9
How are the behaviors in each category of Bloom’s domains of learning arranged?
1. Alphabetically
2. Simplest to most complex
3. By length of the word
4. Randomly
Correct Answer: 2
Rationale: Each of the domains has a developed hierarchical classification system; that
is, the behaviors that demonstrate learning in each category are arranged from the

simplest to the most complex. The behaviors are not categorized alphabetically, by length
of word, or randomly.
Cognitive Level: Remembering
Client Need Sub:
Page Number: p. 146
Question 10
What is the American Nurses Association Standard of Professional Performance as it
applies to contribution to the professional development of peers?
1. Only nurses who want to contribute to peer professional development should do so.
2. All nurses have a responsibility for contributing to the professional development of
peers.
3. Only nurses with master’s degrees have the responsibility for contributing to the
professional development of peers.
4. Only nurses with baccalaureate degrees have the responsibility for contributing to the
professional development of peers.
Correct Answer: 2
Rationale: The American Nurses Association lists two standards of clinical nursing
practice that relate directly to teaching and learning. Standard 8; Education, states: The
nurse attains knowledge and competency that reflects current nursing practice. Standard
10, Collegiality, states: The nurse interacts with and contributes to the professional
development of peers and other health providers as colleagues. There is no mention of
desire to contribute or to level of educational preparation.
Client Need Sub:
Learning Outcome: 2. Describe the various teaching roles of the nurse.
Page Number: p. 155

Question 11
All nurses in their role of teacher/educator are responsible for providing instruction to
which persons? (Select all that apply.)
1. Other nurses
2. Students in community colleges
3. Patients’ families
4. Patients
5. Health care providers other than nurses
Rationale: The only option listed for which all nurses are not responsible for providing
instruction to are students in community colleges. Professional nursing educators have
formal education preparation requirements that are not common to all nurses.
Client Need Sub:
Page Number: p. 154
Question 12
Why are nurses often requested to teach community classes?
1. Nurses usually donate their time to these events.
2. Twelve-hour shifts allow plenty of spare time for such work.
3. Nurses are respected by the public.
4. Physicians don’t like to teach laypeople.
Correct Answer: 3
Rationale: Nurses are respected by the public and are knowledgeable about healthcare
matters. This places nurses in a position to provide information in community settings.
They do not necessarily donate their time and often have little spare time. Whether nurses
teach has nothing to do with physicians’ desire to teach.
Client Need Sub:

Page Number: p. 154
Question 13
Which option best reflects how nurses provide education to other nurses?
1. Informally on the unit
2. Formally in the classroom
3. Formally online
4. Both formally and informally
Correct Answer: 4
Rationale: Nurses provide education both informally on the unit, by working with and
acting as role models to other nurses, and formally through organized continuing
education sessions.
Client Need Sub:
Page Number: p. 154
Question 14
A high school class is still mourning the death of a popular classmate who was killed in
an automobile accident. The opportunity to conduct a class on safe driving would be
based upon which facilitator of learning?
1. Repetition
2. Motivation
3. Simple to complex
4. Physical readiness
Correct Answer: 2
Rationale: Motivation relates to whether the learner wants to learn and is usually greatest
when the learner is ready, the learning need is recognized, and the information being
offered is meaningful to the learner. Repetition and simple to complex are ways to teach.
Physical readiness has to do with the student’s ability to focus on things other than his or
her physical status.

Client Need Sub:
Nursing/Integrated Concepts: Planning; Teaching/Learning
Learning Outcome: 4. Identify guidelines for effective learning and teaching.
Page Number: p. 158
Question 15
What would be the best environment for conducting client teaching?
1. The client is in the clinical educator’s office.
2. The client is reclining in bed with the television on.
3. The client has just been medicated for pain.
4. The client is upright in bed with family members present.
Correct Answer: 1
Rationale: To facilitate learning in a hospital setting, nurses should choose a time when
there are no visitors present and interruptions are unlikely. When possible, get the client
out of bed, because being in bed is associated with rest and sleep and not usually
considered a place for learning. If the client was just medicated for pain, education is not
a priority.
Client Need Sub:
Page Number: p. 158
Question 16
A client had a mastectomy yesterday. Today, the nurse must teach this client exercises to
promote function on the operative side. When should this teaching occur?
1. Before administering pain medication, so the client is still alert.
2. Whenever the client expresses a desire to learn, despite pain status.
3. Approximately 30 minutes after administering pain medication.
4. Immediately after administering pain medication.
Correct Answer: 3

Rationale: Pain decreases ability to concentrate, so the nurse should provide intervention
for pain before teaching. If the medication is administered and allowed to work for 20 to
30 minutes, the client is more likely to be attentive and receptive to teaching.
Client Need Sub:
Page Number: 145
Question 17
Who should be involved in the development of a nursing teaching plan?
1. Only the nurse-teacher
2. The nurse-teacher and the client’s physician
3. Only the client-learner
4. Both the nurse-teacher and the client-learner
Correct Answer: 4
Rationale: The nursing teaching plan should be developed with and by the nurse-
educator and the client-learner. The client’s physician in not necessarily involved in
teaching done by the nurse.
Client Need Sub:
Learning Outcome: 6. Develop a teaching plan.
Page Number: p. 159
Question 18
Which teaching objective is correctly written?
1. At the end of the teaching session the client will list three strategies for control of
hypertension.
2. The client will write a comprehensive review of two articles about hypertension.

3. During the class the nurse will present material regarding risk factors associated with
the development of hypertension.
4. The client will understand how hypertension develops by the end of the second
teaching session.
Correct Answer: 1
Rationale: The teaching objective should include a measurable verb, should be client
focused, and should have a timeline for evaluation. The option about the client listing
three strategies has all those components. The option about writing a comprehensive
review of two articles is not measurable (what is comprehensive?) and there is no
timeline. The option about what the nurse will present is not client focused. The option
about the client understanding is not measurable as it is impossible to measure the verb
understand.
Client Need Sub:
Page Number: p. 159
Question 19
What is the major determinant of the content of a teaching session?
1. What the nurse likes to teach
2. The learning objectives
3. What is written about the topic in a nursing textbook
4. The time to teach
Correct Answer: 2
Rationale: The major determinant is the set of learning objectives chosen. The nurse’s
preference in teaching is not a consideration. Although what information is available and
the time to teach are important, they should be considered as the objectives are written.
Client Need Sub:

Page Number: p. 161
Question 20
Which option reflects correct ordering of learning experiences?
1. Present new content and then link it back to the client’s previous knowledge.
2. Present variations of the skill and then focus on the basics.
3. Start with a neutral topic, saving client concerns for later in the teaching session.
4. First address any area causing the learner to have anxiety, and then move to other
pertinent material.
Correct Answer: 4
Rationale: The teacher should first address any area of learner anxiety, because anxiety
has been shown to interrupt the learning process. The nurse should start with what the
client knows and then move to new content. The basics of a skill should be presented first
and then variations can be addressed.
Client Need Sub:
Page Number: p. 161
Question 21
The nurse is conducting a teaching session with a client for whom English is a second
language. The client smiles and nods in acknowledgment of the nurse’s instruction. What
should the nurse consider about this situation?
1. The client probably has a learning disability regardless of the language problem.
2. The client probably understands the content but doesn’t have the words to express that
fact.
3. The client may be trying to keep the nurse from being embarrassed.
4. The client is making fun of the nurse.
Correct Answer: 3
Rationale: When the nurse is teaching a client for whom English is a second language, it
is important not to assume that the client understands. The nurse should verify
understanding in a different manner than verbally. This smiling and nodding may be
deferential to the nurse and designed to prevent the nurse from being embarrassed. There
is no indication that this client has a learning disability or that the client is making fun of
the nurse.

Client Need Sub:
centered care: Information, communication, and education
Learning Outcome: 7. Describe strategies for teaching learners of different cultures.
Page Number: p. 167
Question 22
The nurse is conducting a teaching session with a client for whom English is a second
language. How should the nurse proceed?
1. Use medical terms
2. Use colloquialisms
3. Use abstract words
4. Use short sentences
Correct Answer: 4
Rationale: When working with a client for whom English is a second language, the nurse
should use short sentences, common words rather than medical terms, concrete terms
rather than abstract terms, and should avoid colloquialisms and slang.
Client Need Sub:
Page Number: p. 167
Question 23
The female nurse is planning to provide education to a male client from a different
culture. What should the nurse consider?
1. All cultures value female nurses.
2. It may be better to have two female nurses in the room during teaching.
3. The nurse should consider asking a male colleague to perform the teaching.
4. Most cultures accept teaching from medical personnel of either gender.

Correct Answer: 3
Rationale: The nurse should consider the client’s culture while planning the teaching
session. Some cultures do not accept women in power positions over men, including such
roles as nurse and teacher. If there is a cultural issue, the nurse should consider asking a
male colleague to perform the teaching. It would not be helpful to have two females in
the room if the client does not accept a female as teacher.
Client Need Sub:
Page Number: p. 167
Question 24
Why should the nurse be cautious about using humor when teaching clients from other
cultures?
1. Meaning can change in the translation process.
2. Humor has no place in health education.
3. Humor is not common in other cultures.
4. Humor makes people uncomfortable.
Correct Answer: 1
Rationale: The concern about using humor in educating clients of other cultures is that
the humor often does not translate well. Humor is acceptable to most cultures when it is
understood and culturally appropriate. Humor is also acceptable in health education.
Humor often helps people to relax.
Client Need Sub:
Page Number: p. 167

Question 25
The nurse is preparing to care for a newly admitted client. The following information was
provided by the emergency department in the medical record:
Admission Note: Client is a 56 year old who has not been to see a healthcare
provider since emigrating to the U.S. 10 years ago; recalls receiving vaccinations “years
ago” but does not remember for what disease processes; states that he was given “blood
pressure” pills years ago from a doctor in his native country but hasn’t taken them for
quite some time because he “feels ok.” Works as a part-time cook in a neighborhood
ethnic restaurant. Lives with his spouse and is helping to raise a granddaughter.
For what should the nurse assess this client upon arrival to the care area?
1. Diet
2. Health literacy
3. Insurance coverage
4. Living arrangements
Correct Answer: 2
Rationale: The nurse should focus on the client’s literacy. Limited health literacy is
prevalent among minority populations and those who are poor. Clients with limited
health literacy may have difficulty with sharing their medical history, seeking preventive
health care, managing chronic health conditions, and understanding medication
directions. The information provided from the emergency department supports the need
for the nurse to assess this client’s literacy. The client’s diet is not a priority at this time.
Insurance coverage was most likely obtained in the emergency department. Living
arrangements have no impact on the client’s health needs at this time.
Client Need Sub:
centered care: Information, communication, and education
Learning Outcome: 5. Discuss the relevance of literacy for client learning.
Page Number: p. 153
Question 26
The nurse is preparing a teaching session that focuses on Piaget’s phases of cognitive
development. In which order should the nurse present material about these phases?
1. Different viewpoints
2. Includes others in the environment.
3. Deductive and futuristic thinking and reasoning.
4. Discovery of new goals and ways to attain those goals.
Rationale: Piaget’s cognitive developmental process is divided into four major phases;

sensorimotor, preoperational, concrete operations, and formal operations. The
sensorimotor phase lasts from birth to about 2 years of age. It includes reflexive actions,
perceptions of events centered on the body, objects as an extension of self, mental
acknowledgment of the external environment, and discovery of new goals and ways to
attain those goals. The preoperational phase occurs from about 2 to 7 years of age and
includes an egocentric approach to accommodate the demands of the environment.
Everything is significant and relates to “me.” The child is able to think of one idea at a
time, can use words to express thoughts, and includes others in the environment. The
concrete operations phase (about 7–11 years of age) involves a beginning understanding
of relationships such as size, right and left, different viewpoints, and the ability to solve
concrete problems. The formal operations phase may occur at about 11–15 years of age
and includes the ability to use rational thinking and reasoning that is deductive and
futuristic.
Client Need Sub:
client learning.
Page Number: p. 145
Question 27
The nurse is preparing an educational session for new graduates on the cognitive domain.
In which order should the nurse provide this material?
1. Values the learned material.
2. Uses material in concrete situations.
3. Using elements to create a new whole.
4. Recognizes previously learned material.
5. Explains the meaning of learned material.
6. Separates material according to importance.
Correct Answer: 4, 5, 2, 6, 1, 3
Rationale: The order of instruction about the cognitive domain would begin with
remembering or recognizing previously learned material. Comprehending is explaining
the meaning of learned material. Applying is using newly learned material in new
concrete situations. Analyzing is separating important from unimportant material.
Evaluating is judging the value of the learned material. Creating is using elements to
create a new whole.

Client Need Sub:
Page Number: p. 147

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Professional Nursing Practice Concepts and Perspectives 7th Edition Blais Test Bank

SHOULD JUDGES GO TO JAIL?
[The idea is not so revolutionary as it might be. Recently Mr. T. M.
Osborne tried a week’s self-incarceration at Auburn Prison, New
York. As a result the general public, reading of his experiences, has a
knowledge to-day of the more common methods of prison
administration than it would have learned, or have been willing to
learn in any other way. Now the Boston (Mass.) Globe comes along
with a more radical suggestion, which we herewith summarize.]
“One advocate of the practice of making judges investigate the
prisons, an ex-magistrate of New York City, made the assertion that
‘every judge ought to be sentenced to 30 days in jail before he is
permitted to send a prisoner there.’
“‘What does an ordinary judge know of prison? What method can he
have of judging a proper punishment for an offender, if he does not
know what the punishment is like?’ asks this authority.
“The policy of imposing upon judges the obligation of a personal
acquaintance with the conditions of the institutions to which they
sentence defendants is not to be lightly condemned as impractical or
inexpedient. Judges to-day depend primarily for such information as
they require upon those whose public duty it is to oversee the
prisons, and the courts are also governed by the law in committing
prisoners.
“It might be expedient to give judges a wider discretion in disposing
of persons convicted of crime, and then require them to make
sufficient investigation of every public institution to enable them to
use their discretion wisely.
“The average judge is a man of keen perception, and if he has been
long on the bench, he has acquired in his experience an accurate

conception of the criminal mind, and an idea of how it may be most
effectively influenced.
“Doubtless if one of the judges of the Superior Court passed a few
days at any one of the penal or corrective institutions of the State,
he could see things that had escaped the notice of those who have
grown familiar with conditions, either by association or by brief
visits. Some very valuable suggestions for improvement might result.
“We have many investigators who are concerned with the boy and
man in confinement. The Board of Parole, a new commission, was
created for the purpose of securing to the deserving a conditional
release from prison.
“The Executive Council, when passing on the question of pardon,
goes carefully into the prisoner’s past, the circumstances of the
crime for which he was sentenced, his conduct in prison, and then
weighs the chances of his becoming a law-abiding and industrious
member of the community if liberated. Few men so released have
again offended.
“It is logical that if the body authorized to grant a pardon is so
zealous in the interest of the prisoner and the community alike, the
judicial authority who fixes the penalty and indicates the institution
of punishment in specific instances should be equally well informed
of the possible consequences of the sentence to the prisoner. The
administration of strict justice might be aided by a more intimate
acquaintance with the character of our jails on the part of the
judges.”

THE INDETERMINATE SENTENCE
AND PAROLE LAW IN INDIANA
Amos W. Butler, Secretary Board of State Charities
For the crimes of treason and of murder in the first degree, the
sentence in this State is either death or life imprisonment. For
persons convicted of felony for the third time (habitual criminals)
and those found guilty of murder in the second degree or of rape
upon a child under ten years of age, the punishment is life
imprisonment. All other persons convicted of felony are subject to
the provisions of the indeterminate sentence and parole law of 1897
and its amendments. This law applies to men over 16 years of age
and women over 17. While it is called “indeterminate,” it is in reality
limited by the minimum and maximum terms prescribed by statute
for specified crimes.
The law is in force in the State Prison at Michigan City, the
Reformatory at Jeffersonville and the Woman’s Prison at
Indianapolis. In the Woman’s Prison the parole board includes the
superintendent and the physician in addition to the board of
trustees; in the State Prison and Reformatory it is made up of the
members of the board of trustees only. The parole boards are
“prohibited from entertaining any other form of application or
petition for the release upon parole or absolute discharge of any
prisoner” than the application of the prisoner himself. They may
parole prisoners who have served their minimum term and are
believed capable of becoming law-abiding citizens. In granting
paroles, the boards take into consideration not only the applicant’s
record as a prisoner, but his ability to maintain himself if free and the
sentiment of the community from which he came. The boards are
allowed a wide latitude in granting paroles and in withdrawing

paroled prisoners from liberty. All their acts are guided by what they
believe to be the best welfare both of the prisoner and of society.
Ordinarily paroled prisoners remain under supervision for at least
one year. This is an adopted rule and not a requirement of law. They
are visited frequently by the parole agents and are required to report
regularly. No one is permitted to leave the institution until a place of
employment has been found for him.
Sixteen years’ experience shows that out of every 100 prisoners, 57
fulfill their obligations and are discharged from supervision, 26
violate their parole, 2 die, the sentence of 6 expires during the
parole period and they are automatically discharged; the remaining
9 are under supervision at a given time, reporting regularly.
The percentage of parole violators varies but little in the three
institutions: 765 out of 2,916, or 26.2 per cent. at the State Prison;
1,198 out of 4,670, or 25.6 per cent. at the Reformatory; 61 out of
213, or 28.6 per cent. at the Woman’s Prison.
The financial report of the paroled prisoners makes an interesting
showing. Their earnings during the time they reported, up to
September 30, 1913, amounted to $2,142,253.31; expenses,
$1,774,672.42; savings, $367,580.89. In other words, these men
and women, instead of costing the State an average of $172.00 a
year each (the average per capita cost of maintenance in the two
State prisons and the reformatory for the year 1913), have been
released under supervision and have earned their own living and at
the time they ceased reporting had on hand or due them savings
averaging nearly $50.00 each. This is not regarded as the most
important result of the system, but it certainly is a highly valuable
feature.
Taking up the institutions separately, the records show that the State
Prison has paroled 2,916 men since the law went into effect, of
whom 1,688 have been discharged, the sentence of 134 expired
during the parole period, 515 violated their parole and were returned
to prison, 250 parole violators are at large, 51 died and 278 are

reporting. Their financial reports indicate earnings amounting to
$823,136.69; expenses, $629,800.69; savings, $193,336.00.
The Reformatory Reports 4,670 men paroled, of whom 2,666 have
been discharged, the sentence of 295 expired during the parole
period, 609 violated their parole and were returned to prison, 589
parole violators are at large, 78 died and 433 are reporting. Their
financial reports indicate earnings amounting to $1,315,642.76;
expenses, $1,143,078.54; savings, $172,564.22.
The Woman’s Prison reports 213 women paroled, of whom 105 have
been discharged, the sentence of 23 expired during the parole
period, 35 violated their parole and were returned to prison, 26
parole violators are at large, 7 died and 17 are reporting. Their
financial reports indicate earnings amounting to $3,473.86;
expenses, $1,793.19; savings, $1,680.67.

STATE INSTITUTION FARMS IN
NEW YORK[1]
By H. B. Winters, Deputy Commissioner of Agriculture
The State of New York now owns 41 farms. Twenty of these are
connected with the charitable institutions, 14 with the State
hospitals and 7 with the prisons.
The total area of these farms is 22,981 acres, divided as follows:
Charitable institutions 9,690 acres
State hospitals 10,587 acres
Prisons 2,704 acres
The acreage per capita of population, which is a very important
item, is as follows:
Charitable farms .81 acres
Hospital farms .29 acres
Prison farms .45 acres
The total farm investment is $2,331,285.00. The total profits for the
year ending September 30, 1912, were $305,006. The total profits
for the year ending September 30, 1910, were $202,826. This shows
a gain of $102,180 in 1912 over 1910.
The rate of profit made by the farms as a whole, in the year ending
September 30, 1912, was 13.1 per cent. The rate of profit made by
all the farms for the year ending September 30, 1910, was 9.4 per
cent. The greatest rate of profit made by any form increased from
23.2 per cent. to 37.5 per cent. during this period.
The State has 30 profitable farms and 2 farms that are losing money.
It should be noted that the 2 farms which were losing money two

years ago are now making a profit. One of the farms that lost money
last year is a new place, which is not yet under good headway; the
other farm is considering moving to a new location.
These figures are certainly very gratifying and they prove that
farming at our institutions is very profitable to the State of New
York. This splendid increase shows what interest in farm work has
done. It shows that this land is a most valuable investment to the
State of New York, both from a financial standpoint and for the
general good of the inmates of the institutions.
We read that only forty per cent. of the consumers’ dollar goes to
the farmer. On institution farms this is not true. Our people are
stirred up from one end of the country to the other on account of
co-operation. Our institution farm work is the best possible type of
co-operation. We hear our farmers complain of overproduction. On
the carefully run institution farm this is practically overcome.
Various cold storage laws have been passed to protect our people. If
the institution farms produce their own food, the cold storage
problem is reduced to its minimum. I am unable to secure in Albany
for my own table as good vegetables as I eat at the different
institution farms.
While the above may be, and is, gratifying, I cannot resist pointing
out to you some of the opportunities that are ahead of us. We are
still buying $258,711.00 worth of milk per year. The freight and
dealers’ profit on this milk is certainly $50,000. If we should take up
all the items purchased by our institutions that could be produced on
their own farms, it would total a very large sum.
I believe that a great prison like Auburn should have its own farm,
and it should be conveniently located. The quality of food would be
greatly improved, and I feel perfectly sure that out of that great
body of 1,500 prisoners I could select enough men who could be
trusted to do the work on this farm under reasonable supervision.
The farm would be an ornament to that part of the country, a profit
to the State and of great benefit to the prisoners.

There is a serious problem ahead of us in regard to institutions, or
institution sites already purchased, that are not making satisfactory
progress. I refer to the State Training School for Boys at Yorktown
Heights; Wingdale Prison Site, Wingdale; Mohansic State Hospital,
Yorktown; Letchworth Village, Thiells, and the State Industrial Farm
Colony at Stormville. There should be a decided effort to develop
these institutions along proper lines. Some of us have heard a great
deal against these properties that is not true. It is high time that the
different officials interested in these institutions co-operate in order
that they may be finished as rapidly as possible.
If any of the above sites are not suitable for institutions, they
certainly would make excellent colony farms. By colony farms, I
mean a farm that is separated from the main institution by a greater
or less distance, a farm where we may send inmates as a reward of
merit, where they can live the simple life of a comfortable farmer.
These colonies should be provided with good plumbing, sufficient
heat, electric lights and all comforts of up-to-date country life. They
are not necessarily expensive, and farms of this sort are found in
many cases to be more than self-supporting.
The possibilities in farm work are very large. Two years ago the
garden products at the Ward’s Island State Hospital for the Insane
amounted to $17,299. The profits were $9,360. The profit, after
deducting 5 per cent. on the investment of $83,809, was $5,170.
Then we thought the high water mark was reached, but this year
Ward’s Island’s garden products amount to $18,867; the profit was
$14,219; the profit, after deducting 5 per cent. on the investment,
was $10,211. Last year Ward’s Island made a profit of 17.7 per cent.
on land valued at $1,289 per acre. What Ward’s Island is doing can
be repeated on many institution farms.
The ideal institution farm in the future will grow its own vegetables
and fruit, canning enough for winter use; it will raise its own pork,
make its own sausage and smoke its own ham and bacon. It will

produce its milk, butter, eggs, poultry, veal and a large part of its
beef.
This home production will not only furnish fresher and better food,
but will save large amounts of money in freight, cost of handling,
and dealers’ profits.
Institution farms should be large enough to use improved machinery,
properly rotate crops so as to add fertility to the soil, and unlock
fertility that is already in the land. These farms will then become
more fertile year by year, and therefore more profitable.
FOOTNOTE:
[1] Read at New York State Conference of Charities and
Corrections, Buffalo, Nov. 1913.

THE OFFICIAL AND THE PRISONER
(Here is an article from “Good Words,” the prison monthly from the
Federal Prison at Atlanta. It gives an anonymous prisoner’s views on
a vital subject.)
Inmates of prisons may be regarded as a composite man, for in any
collection of human beings, from a family to a nation, there is the
larger man, which organizes itself in human form—with head, trunk,
limbs, and organs. One group represents the brains, another the
physical powers; the stomach is figured by the purveyors of food,
and these analogies may be followed indefinitely; they are not
fanciful, but actual. He is all here, but is prevented from functioning
freely. His reaction against this repression of free action—a
repression far more physical than mental—gives unnatural energy to
the faculties and tends to lead into certain special channels, such as
the falsity of human justice, the overpowering desire to be at liberty;
emotions of resentment, resignation, hope, despair, impulses for
antagonism or of good-will toward others; moods or irony, cynicism,
and even humor; good or evil preoccupation of all kinds. In this way
large reservoirs of human force are collected, which can get no relief
from expression, and therefore corrode and distort the mind.
But prisoners at that are no different clay from other folks. They are,
if anything, different in that they are more sensitive, more
sympathetic, more appreciative, and more trustful, once their
confidence is gained, than the average person. They love the world
and wish it well. The average prisoner—even the “old timer” serving
a third or fourth sentence—will advise against a life of crime with all
the earnestness and logic he is capable of commanding. But the
prisoner, with his good qualities, has his faults—many of them. He is
always looking for the best of it, and, from his standpoint, why
shouldn’t he get it? He is a convict (the word is not pleasant to

hear). It carries a stigma of shame and disgrace. It is lasting. He is
declared unfit to live among his people; his movements are
restricted; he cannot move or speak without the consent of an
official; he is stripped of his citizenship; his home a narrow cell; he is
helpless; has lost all—everything a man values in this world. The
prisoner knows this full well. To him the best of it is the worst that
the free man can imagine.
This is the body corporate and the proposition the man or men
charged with the care, keeping and discipline of prisoners have to
contend with. The problems to be solved are difficult, and a gigantic
task confronts the warden of any penitentiary. While the power of
most wardens is as nearly absolute as mortal power can be, it is
necessary, if he is expected to accomplish anything. The demands of
his position are great—greater than any other person in the whole
community. Upon his say-so depends the hope or despair of the
prisoners, but we are convinced that the average warden is anxious
for the uplift, and untiring in promoting the welfare of the men
under him.
A great honor is due the prison official who voluntarily treats the
prisoner with justice and mercy, whose radius of human action is
circumscribed only by the book of regulations. Harsh traditional
usages are gradually being eliminated and there are but few who
new persist in delaying the realization of advanced ideas in the
handling of law-breakers. But no intelligent reform of abuses can be
effected until they have been authoritatively acknowledged, and the
remedies necessary to relieve and cure evils understood.
Improvement is slow, and gross anachronisms are found side by side
with advanced conditions. Prisoners often distrust their officials
when the latter’s only fault may be the oath and obligation to obey
regulations long out of date. The prisoner sees the better way and,
as a rule, will not listen to reason. The official knows it too, but is
not free to walk in it. From this condition of affairs comes that great
antagonism between the prisoner and the officials which exists in all
prisons. The warden to do good must bridge the gulf which
separates the prisoner and himself. He must be the example and

precept of right. He will not delay action until all difficulties are
removed, but is prompt to seize every opportunity as it offers itself.
He walks where others creep, and sees the end where others grope.
While sedulous to avoid favoritism, he takes into consideration the
“personal equation” of each man, and gives him the interpretation of
the law best suited to the case as it may be. In his system of
discipline, there is as little as possible of the merely mechanical and
whatever may be allowable of individual consideration. This is not
more human than expedient; for most of the men are quick to
perceive the proper means to deserve good treatment, and, instead
of sinking into lethargy and indifference, are aroused to do what in
them lies to meet the warden half-way. Frequently, though,
regardless of the work of such officials, in this great human body,
there are developed ideas unfair, and we will find prisoners who will
resist all efforts of the officials in this direction. They do not mean
to, but the world has treated them badly, and they cannot help it.
Kindness is winning them, though, where cruelty would never affect
them.
Punishment and abuse may stir and arouse a man so that he will
fight with a desperation born of despair, but more often he sinks into
a state of mind, sullen, revengeful and heartless—a condition fatal to
reformation, and dangerous to Society. Method, discipline, authority,
are fine things and will accomplish much, but with a prisoner you
can not force his soul against itself. You must lead him up and out of
himself; you can not curse him into a better man. The supreme
object of imprisonment should be to inspire the prisoner to do his
best when more than his best is needed.
The fight to extirpate the old system is steadily going on, and will
eventually succeed. The evils of the contract-labor system are
already becoming known, and it will be blotted out of existence, and
when that system has become a thing of the past, an immense step
in all other features of jail amelioration will have been taken. The
next step will involve the entire principle of prison punishments as a
deterrent of crime and a means of making better men of prisoners.
The State will then not take revenge upon the criminal, will not

annihilate his self-respect or crush out whatever manhood he has in
him.

PAROLE WORK IN PENNSYLVANIA
By Albert H. Votaw, Secretary, The Pennsylvania Prison Society
In the year 1909, the legislature enacted our first law providing for
the indeterminate sentence and for the parole of prisoners at the
expiration of their minimum sentence. The minimum sentence was
not to exceed one fourth of the maximum, and the privilege of
parole was to be granted according to the decision of the board of
inspectors who were constituted the board of parole.
In the year 1911, the legislature amended this act because of the
objections of several judges in the State who were not ready to
endorse the 1909 law. The length of sentence is now at the option
of the court. The judges are to impose both a maximum and a
minimum sentence with no restriction except the maximum is not to
exceed the maximum time now imposed by law for any offence. A
sentence may read “Maximum, 25 years; minimum, 24 years”; or
“Maximum, 25 years; minimum, one year.”
In 1913 the privilege of parole was extended to all confined in the
penitentiaries of the State, who were sentenced prior to July, 1911,
provided they had served one third of the sentence imposed. Under
the operation of this act, several hundred prisoners in the State
prisons were entitled to parole provided they could comply with the
conditions of the board of parole. These conditions, as a rule,
include good behavior while in prison, suitable employment and a
sponsor.
Some editors in the State have rather severely criticised what they
have termed a general jail delivery. A few of those released have
violated the terms of their parole and have been returned to the
penitentiary. These instances are widely published, thus creating in
the minds of some who are not thoroughly cognizant of all the facts

in the case that a lot of desperadoes are being turned loose in the
community.
Close observation of the statistics seem to show that about eighty-
five to ninety of the paroled men make good. Of those who return
the number who have again committed crime is a very small
percentage. A man who is out on parole is liable to be returned for
intemperance, idleness or failure to report. If we may estimate the
number who have returned as fifteen per cent. of the entire number
released on parole, a comparatively small number of this percentage
are brought back on account of actual crimes committed. It is too
early to decide with reference to the four or five hundred recently
paroled. But a comparison with our general experience during the
last three years would indicate that not more than two or three out
of a hundred will be brought back on account of crime.
Probably the community is not in as much danger from the paroled
men as from those who are regularly dismissed after serving their
full time. It must not be forgotten that many hundreds of prisoners
every year are released from the penitentiaries and from the county
jails who have served the full sentence imposed by the court.
Whatever their state of mind or of morals, their time is up and they
go forth without any restraints such as assist the paroled prisoner to
lead a life of rectitude. The prison authorities are often quite well
convinced that a prisoner is far from “healed,” but there is no
recourse. The authorities of a hospital would receive just
condemnation if they allowed a patient to be discharged who was
uncured of his typhoid fever or of his small pox, but the officers of a
penitentiary often turn loose a scoundrel to prey upon the
community simply because the time of confinement deemed right by
the lawmakers and by the court has expired.
The men who make application for the privilege of parole are
carefully studied. That some mistakes have been made is readily
admitted. With larger experience these errors may largely be
eliminated. The work is a growth and the efficient officers who are

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